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Fall 2011

Fall 2011. TPA introduction. What is TPA?. A teaching performance assessment is an assessment that requires candidates to demonstrate through their performance with P-12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher.

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Fall 2011

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  1. Fall 2011 TPA introduction

  2. What is TPA? A teaching performance assessment is an assessment that requires candidates to demonstrate through their performance with P-12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher. Teacher Performance Handbook

  3. TPA will be used by all Minnesota institutions preparing teachers. • Field tests are being done in the Fall of 2011 • In the spring of 2012, all students will be required to do a TPA activity • Eventually the results will be used for preapproval of programs Teacher Performance Handbook

  4. Why TPA? • In the past, each institution of teacher education used their own method to evaluate student teachers • These evaluations were varied but in most cases: Emphasis was primarily on the student teacher’s performance rather than the impact that the student teacher’s actions had on the learners in the classroom Teacher Performance Handbook

  5. Task 1: Planning instruction and assessment Completed Context for Learning form Lesson plans for the learning segment Instructional materials Assessment tools and criteria Planning Commentary Daily Reflections Teacher Performance Handbook

  6. What part will I be required to do this fall? • The context for learning-fill this out and put it in your portfolio under “journals” • Add a journal entry that talks about the variety of learners in the class, including individuals and subgroups requiring different strategies. Include how this knowledge influences the choices of instructional strategies to promote student learning of this content.

  7. Elementary, Middle and Secondary • Elementary-you will be in the mainstream classroom • Middle and Secondary-you should choose one section to analyze for the context for learning • Split week student teachers will only be required to do one context for learning task in the setting of their choice Teacher Performance Handbook

  8. The context for learning The context for learning should be done by weeks 3-5. Why? Questions? Possible cooperating teacher involvement? The form will be online

  9. So, Now I have all this great information… • The second requirement is that you teach while being videotaped • This should be between weeks 5-7 depending on your setting and split • You are responsible to share the notification letter with your cooperating teacher and make sure it goes home Teacher Performance Handbook

  10. Video your classroom teaching • Examine your plans for a lesson and identify learning tasks in which students are actively engaged in applying the skills and strategies needed to comprehend your content • View the video(s) to analyze your teaching, and use it to do your own self-assessment • It would be great if you did two but not required. View the video again during the last week to do your final self-assessment Teacher Performance Handbook

  11. What is good teaching? • Content inaccuracies-Mistakes v. planned • Big idea apparent-This is usually framed by essential questions • Focuses on student learning-not what the teacher knows • Moves from concrete to abstract • Ties back the objective of the lesson to the instruction several times

  12. Environment • What evidence does your video tape show that students are engaged? • Are all students engaged-note the ones that are not-come up with a “game plan.” • This is where the context for learning activity helps you • Building rapport and respect, how do you deliberately engage the students-make notes of actions and/or words that seem to work

  13. Reflection, action and reflection • Journal with a problem solving twist • Prompt: On Monday, identify an area that is giving you concern. This may include the handling of a student who has special needs related to academics or behavior. Write down the challenge that is presented. After reflecting on the challenge, come up with a plan to implement and address the challenge. Teacher Performance Handbook

  14. Wednesday: Check in. How is your plan working to address the challenge? Do you need to modify your approach? Record in the journal. • Friday: Reflect on how the implementation to address the challenge went. What worked? What didn’t work? How will this knowledge impact your future practice as a teacher? Record in the journal. • This will be placed in the Journal portion of the portfolio

  15. A final note about confidentiality and the videotaping: • The videotape(s) that is produced is not for public viewing. Without explicit signed individual permission from each student in the classroom and the school district, the videotape CANNOT be used for job interviews or put on any Internet media site that can be viewed by others. • Examples of unapproved Internet medium: YouTube or TeacherTube. • The letter provided by Bemidji State University does not allow the student teacher candidate to show the video to outside parties. The videotaping is done for student teaching professional reflection and growth only.

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